A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Kindergartners' Spontaneous Focusing on Numerosity in Relation to Their Number-Related Utterances During Numerical Picture Book Reading
Tekijät: Sanne Rathé, Joke Torbeyns, Minna M. Hannula-Sormunen, Lieven Verschaffel
Kustantaja: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Julkaisuvuosi: 2016
Journal: Mathematical Thinking and Learning
Tietokannassa oleva lehden nimi: MATHEMATICAL THINKING AND LEARNING
Lehden akronyymi: MATH THINK LEARN
Vuosikerta: 18
Numero: 2
Aloitussivu: 125
Lopetussivu: 141
Sivujen määrä: 17
ISSN: 1098-6065
eISSN: 1532-7833
DOI: https://doi.org/10.1080/10986065.2016.1148531
Tiivistelmä
This study investigated the relationship between kindergartners' Spontaneous Focusing on Numerosity (SFON) and their number-related utterances during numerical picture book reading. Forty-eight 4- to 5-year-olds were individually interviewed via a SFON Imitation Task and a numerical picture book reading activity. We expected differences in the frequency of number-related utterances during picture book reading between children with a higher SFON score, providing more number-related utterances, and children with a lower SFON score. Our results showed large inter-individual differences in both kindergartners' SFON and the frequency of their number-related utterances during picture book reading, yet SFON was not related to the frequency of number-related utterances. This unexpected result is discussed in terms of its scientific, methodological, and educational implications.
This study investigated the relationship between kindergartners' Spontaneous Focusing on Numerosity (SFON) and their number-related utterances during numerical picture book reading. Forty-eight 4- to 5-year-olds were individually interviewed via a SFON Imitation Task and a numerical picture book reading activity. We expected differences in the frequency of number-related utterances during picture book reading between children with a higher SFON score, providing more number-related utterances, and children with a lower SFON score. Our results showed large inter-individual differences in both kindergartners' SFON and the frequency of their number-related utterances during picture book reading, yet SFON was not related to the frequency of number-related utterances. This unexpected result is discussed in terms of its scientific, methodological, and educational implications.
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